Student-Specific Tiers
Collaborative Problem-Solving Approach
Evidence-Based Practice
Support for Academic Achievements
Positive Behavior Interventions and Supports
Attention and Cooperation
Multiple Curriculum Entry Points
Visual, Auditory, and Kinesthetic/Tactile Approaches
MTSS Lesson Connections
Conclusion
My Behavior Chart
Problem-Solving Approach: Turning Challenge Into Growth
MINIMIZING AND MAXIMIZING STRATEGIC ENGAGEMENTS FOR RIGOROUS LEARNING
Challenge and Engage
Minimize and Maximize
Pace, Repeat, and Enrich
Fine-Tune and Individualize
Evidence-Based Practice
Cognitive Strategy Instruction
Triarchic Theory of Intelligence
Direct Instruction
Cooperative Learning
Peer Supports
Multiple Curriculum Entry Points
Real-World Connections
Strategic Engagements
Conclusion
KWL Chart
Quarterly Lesson Planner
Long-Range Monthly Planner
ENSURING PROFESSIONAL FIDELITY
Professional Development
Preparation and Sustainability
Conclusion
Parameters for Professional Development
ABOUT THE AUTHOR
Toby J. Karten, a staff developer, instructional coach, educational consultant, author, and inclusion specialist, has taught learners ranging from preschool to graduate school. She is an adjunct professor with Monmouth University, College of New Jersey, and La Salle University. In addition, Toby has designed online courses and professional development units for pre-service and practicing educators and related staff for the Regional Training Center in Randolph, New Jersey, and online platforms across the United States.
She has collaborated with administrators, staff, students, and their families to ensure that students are educated in their least restrictive environments, looking at inclusive placements as the first option of service with the specially designed interventions in place.
Throughout her professional career, Toby has helped staff translate research into practical applications for preK–12 classrooms. She has spoken with and coached administrators, staff, students, and their families at local, national, and international school sites and educational conferences. Toby’s ongoing professional goal is to help learners to achieve successful inclusion experiences in schools and ultimately, in life.
The Council for Exceptional Children and the New Jersey Department of Education recognized Toby as an exemplary educator, giving her two Teacher of the Year awards. She earned a bachelor of arts degree in special education from Brooklyn College, a master of science degree in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate degree from Gratz College.
To learn more about Toby’s work, visit her website at www.inclusionworkshops.com and follow @TJK2INCLUDE on Twitter.
To book Toby J. Karten for professional development, contact [email protected].
INTRODUCTION
Before we arrive at a destination, we need to make a few decisions about our journey. We might know where we want to go, but first we need to accurately analyze the facts. Analysis takes into account the starting point, travel options, and time parameters. For example, one may be able to walk or board a train, bus, plane, or car to get to a given city. However, some modes of transportation are preferable over others; each choice has both benefits and disadvantages. If there is traffic on a road, then traversing on foot for five blocks is quicker than sitting in bumper-to-bumper traffic in a taxi. I often print a map, use a phone app, consult a friend, or look for directions online. Navigation requires planning, knowledge, step-by-step procedures, resources, collaboration, and then, after arrival, a review on whether the travel choice was a good one.
We might know where we want to go, but first we need to accurately analyze the facts.
Schools are faced with similar decisions as they navigate their curriculum to assist or accompany their diverse learners to safely and happily arrive at their learning destinations. As an educator, instructional coach, and author, my goal for writing this book is to offer evidence-based “travel options” that will ease teachers’ pedagogical journey for schools and their classrooms.
Response to Intervention
Teachers can use instructional tiers to help students who do not begin their journey at the same starting points.
